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Blended Learning Examples

Using Video for Groupwork Assessment

Using Video for Groupwork Assessment

See it in action:

  • Spotlight-Video Project

    Spotlight Videoproject

    Case study by Samual Llano on using video for Groupwork Assessment, presented at the 2nd Online Teaching Workshop (January 2018). [PDF]

Arts, Languages & Cultures
SPLA10420 Themes in Spanish and Latin American Studies
Multimedia, Assessment, Student Support and Development, Employability
Using video for summative assessment

In the context of a large (n=132) Spanish and Latin American Studies module (SPLA10420) Samuel set his first year students a group video project on the topic of poverty and the power of art to change society. Counting 25% towards the final module mark small groups of students were asked to put together in multimedia format (video), materials and experiences of witnessing three Picasso paintings on poverty that they had viewed from a previous class visit to the Whitworth Gallery.

This workshop presents the video project as a case study as well as an opportunity to identify Top Tips for any similar video projects.

Students submitted their group assignments to the Blackboard Repository and the Blackboard group assignment tool provided feedback for group submissions. Each group submitted one collaborative assignment and all members received the same grade/feedback.


There are numerous potential benefits to doing such video projects with UG students:

Using video widens the range of assessment types and appeals to student creativity. Video assessments can build on employability skills such as collaborative working, product design, and knowledge creation. It can also encourage students to think critically and apply theory learned in lectures and seminars.
Listed below are some tips to help with planning and implementation of this mode of summative assessment:

  • Ensure that the video assessment aligns with the units' learning outcomes.
  • Clearly outline and communicate the assessment criteria and learning outcomes to students so they understand the reasons for making the videos and what you are looking for.
  • Help students to internalise your assessment criteria by organising (in class or online) a marking activity where students need to grade and justify the mark they gave to a given video.
  • As with any group work, consider how you will tackle potential cases of unequal contributions within the groups.
  • Technical quality is not paramount, although it can be a useful digital skill in its own right. The content is of prime importance.
  • Give realistic guidelines and expectations about the quality of their work.
  • Group feedback can be returned via the group assignment tool as if students had submitted written work.
  • Provide clear guidance on the use of cameras (students' mobiles may be adequate) or contact mediaservices@manchester.ac.uk for equipment loans. Minimise video editing required.

Please email elearning@manchester.ac.uk for advice/support if you are interested in using video for assessment.

Here is the video from the Teaching Online Workshop: